Literacy for Learning : A Handbook of Content-Area and Disciplinary Literacy Practices for Middle and High School Teachers - Gregory Berry

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Literacy for Learning

A Handbook of Content-Area and Disciplinary Literacy Practices for Middle and High School Teachers

By: Gregory Berry

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Paperback | 8 December 2021 | Edition Number 2

At a Glance

Paperback
120 Pages

Dimensions(cm)
22.3 x 15.2 x 0.9

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Literacy proficiency became the responsibility of every middle and high school teacher as each state adopted, or revised and adopted, The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Its intention was immediately misunderstood, and most content area teachers responded with "I did not go to college to be a reading and writing teacher!" The result? ELA teachers became the sole source of reading and writing instruction.

Literacy for Learning: A Handbook of Content-Area and Disciplinary Literacy Practices for Middle and High School Teachers, 2^nd edition, enables readers to discover how content area teachers are now using a literacy model of instruction to maximize learning in every discipline and meet the Reading Informational Text Standards of the Common Core. As a handbook, this book motivates middle and high school teachers to include daily, independent reading and writing as literacy instructional practices for teaching disciplinary content through a rigorous curriculum and with complex texts. The updates to this 2^nd edition include more recent scholarship, as well as a new digital component featuring resources and strategies.

Industry Reviews

It is with great enthusiasm and excitement that I welcome the revised edition of my 2013 book Literacy for Learning: A Handbook of Content-Area Strategies for Middle and High School Teachers. Charlene K. Aldrich's masterful and thoughtfully organized revision provides necessary, timely, and research-driven updates, including an approach that bridges content area and disciplinary literacy, adds more recent scholarship, and provides convenient new digital accessibility for the resources and strategies. This revised edition will enable today's teachers to carry out the original mission of the book: to empower teachers to "help adolescent learners with the complex cognitive processes of reading, writing and learning in all subject areas," and, as the new edition states, "to empower students as agents of their own learning." This new edition will be an invaluable resource for teachers in all disciplines for many years to come.

-- Gregory Berry Ed.D, English teacher and NHS advisor, Salem Keizer Education Association (SKEA) building representative, South Salem High School, Salem, Oregon; author of "Stronger Writing Skills for Teens: Modes, Methods, and Materials That Work"

As a 32-year career educator in Early Childhood and literacy specialist, and knowing Charlene Aldrich for many years, I have read her book Literacy for Learning: A Handbook of Content-Area and Disciplinary Literacy Practices for Middle and High School Teachers, 2nd Edition, and fully endorse and support her commitment to growing literacy in the next generation of teachers and students. Her efforts to develop literacy-infused lesson plans combining informational text with literary text will truly enhance content-area learning.

-- Kristi Meeuwse, adjunct professor, Education Leadership graduate program, Lamar University; author of "Personalized Professional Learning for Educators: Emerging Research and Opportunities", and Apple Distinguished Educator

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